TEACHER CONCERNS, INNOVATION USE, AND CONCEPTUAL LEVEL IN THE IMPLEMENTATION OF STAFF DEVELOPMENT ACTIVITIES IN WRITING
Abstract
In this study, the Conceptual Level matching model (Hunt, 1970) was applied to a concerns-based change effort in order to investigate the differential effects of training structure on 59 elementary teachers implementing the ILA writing program (Ezor, 1973). Training consisted of four three-hour workshops presented on a weekly basis in a direct or non-direct treatment structure to teachers who differed in Conceptual Level. Conceptual Level (CL) was identified through administration of the Paragraph Completion Method test. High CL teachers were hypothesized to perform better in non-direct training environments; low CL teachers were hypothesized to perform better in direct training environments. SoCQ and LoU data were collected one week before and one week after training to measure the degree of change achieved by each CL group. Results of the study indicated that training structure alone and in interaction with Conceptual Level was responsible for significant differences in concern scores about the ILA program between high and low CL teachers. Significant differences were also found in Levels of Use scores of the ILA program for all teachers after training. Statistically significant differences were indicated in three components: (1) Teachers who participated in training environments in which presentation structure was matched to Conceptual Level demonstrated greater implementation of the innovation than teachers who did not. (2) High and low CL teachers who participated in direct treatment had significantly different State 1, 4, and 5 Concerns about the ILA program than high and low CL teachers who participated in non-direct treatment, and; (3) A significant interaction between Conceptual Level and training structure was found for low CL teachers in direct treatment on Stage 1, 2, 4, and 5 Concerns about the ILA program. Study outcomes confirm the utility of the Matching Models dimension and help to substantiate the theory of developmental psychologists regarding the interactive effects of person and environment. Viewing the person in terms of concerns and levels of use dynamics and providing training environments matched to the Conceptual Level of teachers, facilitates implementations of innovations in schools. (Abstract shortened with permission of author.)
Subject Area
Teacher education
Recommended Citation
COLETTI, CHARLES DINO, "TEACHER CONCERNS, INNOVATION USE, AND CONCEPTUAL LEVEL IN THE IMPLEMENTATION OF STAFF DEVELOPMENT ACTIVITIES IN WRITING" (1986). ETD Collection for Fordham University. AAI8624474.
https://research.library.fordham.edu/dissertations/AAI8624474
